Inquiry based learning that will change how you teach forever

perspective

Post navigation

I love reflecting. I reflect after every lesson I teach, after a full day’s worth of lessons, after finishing a project, after finishing a parenting task, after everything. I truly believe that I can use reflection to improve my teaching and to improve student learning. Here are my “Big thought” reflections on the guided inquiry process.

Collaboration: Collaboration is key. While at the GID Institute, at CiSSL this summer, I was able to plan with a regular education teacher and the school media specialist. We worked very well together. We all three wanted to be there and had a goal in mind. When you make your GID team, you need to make sure everyone has bought in. You will struggle. We struggled. The regular education teacher had to take the perspective of teaching 150 students per day and what she could do with that. I had to take the perspective of the special education teacher and play devils advocate for my students who may not be comfortable with some of the activities or ideas that we had due to their disability. The media specialist was able to give us a completely different perspective and moderate conversations. This make up was key. We were able to give each other different viewpoints and constructive feedback. We worked no less than 45 hours on this unit, that would only last two weeks.

Challenges: We started this unit on day 4 of school. We started this unit with freshmen. It was very easy to get them hooked. They wanted to write and discuss the concept of balance and how things related. They liked exploring with the stations and working in the room as well as the library. It was great to be able to give them non-math tasks. The students were excited to choose their own topics for researching and making connections. Honestly, the first 7 days were great and going just as planned. Once they had their topic, they struggled. All of the students were able to connect balance to their topic, but found it very difficult to connect it to math. The media specialists, myself and my co teacher all had to work with students one on one questioning them through their progress. It was exhausting. These were probably some of the most inspiration and draining days of my teaching this far. Students wanted us to give them the answers. They expected us to lead them in the right direction. We held strong and let them work through their frustrations. It took an extra day or two for them to actually get facts and information gathered and their thoughts together. Once that happened it was presenting time. We left the options for presentation open, and this lead them to have a lot of anxiety. Many did not want to present. Many did not want to complete a project. Many were so tired of the loosely structured classroom that they were unwilling to persevere. They did though and we came up with some great products.

Rewards: We had several students who would not have been interested in math rapping about math. One student was so very excited that he could use this as an excuse to learn coding skills to talk about a career in coding and how it relates to math and balance. We had students coming out of their shells and presenting. We also had students who were not usually interested in math, that were now excited to come to class. So while the concept wasn’t grasped by all, it had a huge positive impact on the students.

Recommendations: I would recommend this unit to any math teacher. Balancing equations can be used at almost any grade level. I do not recommend doing it in the first week of school. I would say you need to have structure, routine and respect in place before moving on and starting this lesson. Having a “background” of structure and allowing the students to get to know us for longer would have helped tremendously.